Abstract

An implicit approach to motor learning suggests that relatively complex movement skills
may be better acquired in environments that constrain errors during the initial stages
of practice. This current concept paper proposes that reducing the number of errors
committed during motor learning leads to stable performance when attention demands
are increased by concurrent cognitive tasks. While it appears that this approach to
practice may be beneficial for motor learning, further studies are needed to both
confirm this advantage and better understand the underlying mechanisms. An approach
involving error minimization during early learning may have important applications
in paediatric rehabilitation.